An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism

Discrete‐trial instruction (DTI) is a teaching strategy that is often incorporated into early intensive behavioral interventions for children with autism. Researchers have investigated time‐ and cost‐effective methods to train staff to implement DTI, including self‐instruction manuals, video modelin...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2014-12, Vol.47 (4), p.765-776
Main Authors: Pollard, Joy S., Higbee, Thomas S., Akers, Jessica S., Brodhead, Matthew T.
Format: Article
Language:English
Subjects:
Adults
Autism
Autistic children
Autistic Disorder - therapy
Behavior
Behavior Modification
Behavior Patterns
Behavior Therapy - education
Child, Preschool
Children
Children & youth
College Students
Computer Literacy
computer training
Computer-Assisted Instruction - methods
Cost Effectiveness
discrete-trial instruction
Early Intervention
Education
Educational Technology
Female
Guides
History Instruction
Humans
Independent study
Interaction
Language disorders
Methods
Researchers
Role Playing
Skill Development
Skills
Software
Staff Development
Studies
Teacher Effectiveness
Teaching
Teaching - methods
Teaching Skills
Training
Undergraduate Students
University students
Video Technology
Young Adult
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Summary:Discrete‐trial instruction (DTI) is a teaching strategy that is often incorporated into early intensive behavioral interventions for children with autism. Researchers have investigated time‐ and cost‐effective methods to train staff to implement DTI, including self‐instruction manuals, video modeling, and interactive computer training (ICT). ICT combines the best components of self‐instruction manuals and video models, and have the same benefits; however, there is limited research on this training method. Therefore, the purpose of this study was to investigate ICT to teach university students to implement DTI with children with autism. All participants' teaching fidelity increased during both role‐plays with an adult and instructional sessions with a child with autism. In addition, participants demonstrated an increase in teaching fidelity with untrained instructional programs. All participants were able to complete training in an average of 2 hr, and social validity ratings were high.
ISSN:0021-8855
1938-3703
DOI:10.1002/jaba.152